Larsson, Veronica

Abstract [en]

The purpose of this study was to explore teachers’ perceptions of their work with pupils´ reading acquisition. The following research questions were asked: What methods for reading acquisition do the targeted teachers employ? How do the targeted teachers motivate their choices? How do the targeted teachers relate to the curriculum regarding speaking, listening, reading and writing? A qualitative approach was used and a total of five teachers at three different schools were interviewed. All the teachers worked with pupils in Years 1-3 and their experiences of reading tuition varied from 40 years to a few months. The results showed that all the teachers used some form of phonics based method. Four of the teachers supplemented the method with another method, such as experience based methods or Write to read. All the teachers employed phonics with the students who had reading and writing difficulties. The teachers’ choice to mix methods was based on the assumption that they found it easier to individualize when different methods were used. Early in their career all the teachers chose to work in a similar manner as their colleagues did. The textbooks were also used as support. The longer experience of reading acquisition tuition the teachers had, the more comfortable they were in teaching and choosing methods to suit their preference and interest. All the teachers paid attention to the curriculum. The demand stipulating that all students are to be able to use a computer, however, was the most difficult one for teachers to fulfill.